Abstract
This paper analyzes how sociological factors, access to literacy, and self‐sponsored digital literacy are interrelated. By reviewing New Literacy Studies literature and statistical analyses of digital communication usage, this paper gives a sociologicalreading to self‐sponsored digital literacy. Literacy as a whole is an important facet to modern society, but we must acknowledge the rise of digital textuality as a new form of literacy and recognize the profound relationship that exists between socioeconomic factors and writing. This paper demonstrates that digitally produced writing is textually valid, steeped in social capital, and is extraordinarily accessible regardless of social factors, especially socioeconomic status. Based on these conclusions, implications for pedagogical instruction are also explored.
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